Park Primary School
Headteacher: Mrs Wendy Adamson
School holidays for Park Primary School via Doncaster council
403 pupils capacity: 88% full
180 boys 51%
175 girls 49%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 459046, Northing: 404659
- GPS coordinates
- Latitude: 53.535, Longitude: -1.1106
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 28, 2014
- Region › Const. › Ward
- Yorkshire and the Humber › Doncaster Central › Wheatley
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Hospital Teaching Service DN25LT
- 0.5 miles Kingfisher Primary School DN24PY (429 pupils)
- 0.5 miles Our Lady of Mount Carmel Catholic Primary School DN25JG (210 pupils)
- 0.5 miles Wheatley Middle School DN24AL
- 0.6 miles Intake Primary School DN26EW (279 pupils)
- 0.6 miles Sandringham Primary School DN25LS (370 pupils)
- 0.6 miles Private Tutorial Studies DN12TB
- 0.6 miles Private Tutorial Studies DN12TB
- 0.7 miles Beckett Road Centre DN24AA
- 0.8 miles Town Field Primary School DN12JS (464 pupils)
- 0.9 miles Wheatley Hills Middle School DN25RW
- 0.9 miles Intake Middle School DN26JL
- 0.9 miles Plover Primary School DN26JL (351 pupils)
- 1 mile Hall Cross School DN12HY
- 1 mile Doncaster School for the Deaf DN26AY (27 pupils)
- 1 mile Doncaster College DN12RF
- 1 mile Communication Specialist College - Doncaster DN26AY
- 1 mile Hall Cross Academy DN12HY (2013 pupils)
- 1.1 mile Danum School Technology College DN25QD
- 1.1 mile Sandall Wood School DN26HQ
- 1.1 mile Heatherwood School DN26HQ (59 pupils)
- 1.1 mile Danum Academy DN25QD (1570 pupils)
- 1.2 mile Carr House Middle School DN45HF
- 1.4 mile The Long Sandall Centre DN24RG
Ofsted report transcript
P R O T E C T – I N S P E C T I O N
Park Primary School
Monmouth Road, Doncaster, South Yorkshire, DN2 4JP
|Inspection dates||28–29 January 2014|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The school has the following strengths
| Pupils’ achievement varies too much across |
The quality of teaching is not consistently
The most able pupils are not always given
Teaching assistants are not always directed
the school, particularly in mathematics. Not
enough pupils make more than the expected
progress from their starting points.
good across the school.
work that is hard enough to enable them to
fulfil their potential.
well enough so that they can assist pupils’
| Teachers’ expectations regarding pupils’ |
Teachers’ marking does not help pupils to
Pupils across the school are not always
Some documents and evaluations are not yet
progress and what they can achieve are
sometimes too low. Pupils’ work is often too
hard or too easy.
know what they need to do to improve their
provided with regular opportunities to develop
their problem-solving skills in mathematics.
sufficiently precise to easily identify the
| The headteacher, supported well by the staff |
Pupils in Years 5 and Year 6 are presently
Pupils develop positive attitudes to learning.
Pupils feel safe and like their school.
Parents are overwhelmingly supportive of the
and governors, is taking a strong lead in
improving the quality of teaching and
achieving well because teaching is
consistently good and often outstanding.
They behave well in lessons and around
| Reading is the most successful aspect of pupils’ |
The governing body understands how well the
The curriculum is much livelier than it was two
learning. They enjoy reading and use their
skills to help them learn in other subjects.
school is doing and holds leaders to account
years ago. Pupils enjoy visits and finding out
things for themselves. They have many
opportunities to enrich their spiritual, moral,
social and cultural development.
Information about this inspection
- The inspectors observed 22 lessons, three of which were observed jointly with the headteacher
and deputy headteacher. All classes were seen at least once.
- Meetings were held with senior and subject leaders, representatives of the governing body, and
groups of Year 6 pupils. A representative from the local authority was contacted by telephone.
- Inspectors reviewed the school’s website.
- Inspectors looked at a range of documents including the school’s evaluation of its own
performance, the school’s own data on pupils’ achievement, minutes of meetings of the
governing body, planning and monitoring records, and the records of how the school uses its
funding, especially how money from pupil premium and primary school sport funding is spent.
Records relating to behaviour and attendance and documents relating to safeguarding were also
taken into consideration.
- They analysed the 16 responses to the online questionnaire (Parent View) and a parent
questionnaire that the school has undertaken this year. Inspectors took into account the views
of a number of parents spoken to during inspection.
- There were 24 responses returned by members of staff and taken into account by inspectors.
|Michael Wintle, Lead inspector||Additional Inspector|
|Jane Salt||Additional Inspector|
|Edward Price||Additional Inspector|
Information about this school
- This is larger than the average-sized primary school.
- The proportion of pupils supported through the pupil premium funding is well above average.
The pupil premium is additional funding for those pupils who are known to be eligible for free
school meals, children from service families, and those children looked after by the local
- The proportion of pupils from minority ethnic groups is above average. Pupils come from a wide
range of backgrounds and heritages.
- The proportion of disabled pupils and those with special educational needs supported through
school action is broadly average. The proportion of pupils supported at school action plus or who
have a statement of special educational needs is broadly average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The headteacher has been in post for three and a half years.
- A much higher proportion of pupils than is usual join or leave the school at times other than the
start of the school year.
What does the school need to do to improve further?
- Further improve the quality of teaching so that it is always at least good in order to accelerate
pupils’ progress, particularly in mathematics, by:
refining approaches to marking pupils’ work so that teachers’ comments focus on
improvement and pupils respond accordingly
making sure work is always hard enough for the different groups of pupils in the class
ensuring that teaching assistants are used well across the whole lesson so that pupils make
even quicker progress
providing regular opportunities for pupils of all abilities to solve problems and develop their
mathematical skills in lessons
building on the work already started to ensure that all pupils have regular and sufficient
opportunities to use and apply their mathematical skills for a variety of purposes and in a wide
range of subjects
sharing the good and outstanding teaching in the school.
- Further strengthen the effectiveness of the leadership and management, by:
ensuring that information about what the school is doing is more precise so that it is clearer to
all staff and governors which actions are being the most successful and which areas need
|The achievement of pupils||requires improvement|
- Achievement requires improvement because the progress that pupils make is not always good
enough across the school to ensure that they all reach the levels of attainment of which they are
capable. While many pupils make the expected progress, too few make better than expected
progress, particularly in mathematics.
- Achievement requires improvement because progress is not yet consistently good across all year
groups and subjects, especially in mathematics. In part, this is because of weaker teaching in
the past. However, strong leadership is bringing about improvements in its quality. This is
helping pupils in all year groups to make faster progress, especially in reading and writing.
- Pupils now do better in reading and writing because teaching in these subjects is usually more
effective in helping them to learn and make progress. In mathematics, pupils of all abilities do
not have enough chances to solve problems and develop their mathematical skills and, as a
result, they make slower progress.
- Children start school in the Early Years Foundation Stage with skills that are well below those
typical for their age. They settle quickly in nursery and make a good start to their learning.
Progress is good in their personal and social development because the children feel safe and
enjoy being at school. However, sometimes the planned activities for them are too easy or too
- By the time they start in Year 1, most pupils are still working at below average standards. In Key
Stage 1, pupils continue to make steady progress and, by the end of Year 2, standards in
reading and mathematics are broadly average and slightly above average in writing.
- By the end of Year 6, however, most pupils’ attainment in English and mathematics is below the
level expected for their age. In mathematics, standards have been below average for a number
of years. It is clear that current pupils’ progress is improving but there is still more to be done to
help some pupils catch up, especially in mathematics.
- The large numbers of pupils who join or leave the school other than at the usual times and who
are new to learning English settle into school life quickly and, as a result, soon begin to make
similar progress to their peers from their own individual starting points.
- The most able pupils make expected rather than good progress and, therefore, do not always
reach the standards of which they are capable, especially in mathematics. This is because
sometimes teachers do not challenge them with work that is hard enough throughout the
lessons and so time is wasted repeating work they can already do.
- In Key Stage 1, the teaching of phonics (letters and the sounds they make) provides pupils with
a firm start in their reading. Pupils say they enjoy reading and talk eagerly about their books.
One Year 2 pupil said to one inspector that, ‘I love reading because it’s important.’
- At the end of Year 6 in 2013, pupils eligible for the pupil premium, including those known to be
eligible for free school meals, were behind their classmates in English and mathematics by over
one term’s progress. School data and inspection evidence show that current pupils who are
eligible for the pupil premium are now on track to match the attainment of their classmates in
reading, writing and in mathematics in all year groups because of better teaching.
- Despite not providing fully for the most able, the school is committed to equal opportunities and
provides effective support, particularly on a one-to-one level, to ensure that those pupils
identified for support through school action, school action plus and those with a statement of
special educational needs make at least expected progress in relation to their starting points.
- Pupils in Year 5 and Year 6 are presently achieving well because teaching is consistently good
and often outstanding. In a literacy lesson, excellent teaching meant all pupils were able to
comment successfully on figurative and literal language. Pupils’ engagement was very high and
their progress was rapid.
- Improvements in the curriculum are having a positive impact on pupils’ writing skills. Visits to
places of historical interest such as Eden Camp, for example, provide pupils with memories and
ideas to include in their extended writing. Year 6 pupils speak fondly of such experiences.
|The quality of teaching||requires improvement|
- Not enough of the teaching is consistently good. This means that pupils do not always achieve
as well as they could. Nevertheless, inspection evidence indicates that teaching is improving.
During this inspection, much of the teaching seen was good and a small amount was
- However, there is too much variation in the way pupils’ skills are developed and extended. Pupils
do not have enough opportunities to develop their mathematical skills. This is because they do
not tackle problems which make them think deeply about mathematics and this slows their
- Teachers’ expectations of what pupils can do and achieve, especially the most able pupils, are
often not high enough. Too many teachers set tasks that are either the same or similar for all
pupils. This means that work is too simple for some and too hard for others. This explains why
not enough pupils reach the expected standards at the end of Year 6, especially in mathematics.
- In some lessons, pupils are busy and enthusiastic. This was so in a Year 1 lesson on literary
tales. Effective questioning by the teacher encouraged pupils to be fully involved with their
learning. The pace was swift and all pupils clearly enjoyed the class discussions.
- When they mark work, teachers’ comments often do not inform pupils precisely how they can
improve. Some books show simple comments repeated several times, with no sign that the pupil
has responded to the advice given. Too many comments in mathematics books relate to
presentation and handwriting and do not help to deepen pupils’ mathematical thinking.
- Pupils have good opportunities to write across different subjects. Work completed in upper Key
Stage 2 on the Egyptians and displayed showed pupils using mature vocabulary when they were
learning about the tomb of Cleopatra. There were links between art, literacy, information and
communication technology, and history. In mathematics, there are fewer opportunities for pupils
to apply their mathematical skills in different subjects.
- The use of teaching assistants to deliver specific support programmes and to support learning in
the classroom is good. Teaching assistants are used highly effectively in some lessons, but this is
not always the case.
- Lessons were often lively and well structured, providing pupils with good opportunities to discuss
their ideas. Pupils in a religious education lesson, for example, were encouraged to think deeply
about the Christian ethos and how it is exemplified in everyday life. Pupils were very engaged
and able to reflect and change their viewpoints as they found out more.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils are polite and behave well throughout the school,
resulting a in a calm and friendly learning environment.
- Pupils enjoy school and, as a result, their attendance is improving to a shade below average.
They thrive on the school’s warmth and friendliness and from the strong sense of community it
- Pupils say they are well supported in their learning and trust their teachers. The Junior
Leadership Team meets regularly with members of staff to make sure pupils’ views are heard.
One pupil said, ‘The headteacher and deputy headteacher listen a lot to what we have to say.’
- The school’s work to keep pupils safe and secure is good. Pupils say they feel safe. This is
because they have formed trusting relationships with all staff. Pupils understand that bullying
can happen in a range of ways, including through mobile phones. They say that there is no
bullying in the school and are confident that, if incidents occur, the school would deal quickly
- Parents express positive views about the school. Overwhelmingly, parents agree that the school
keeps children safe and that behaviour is good.
- Assemblies, class debate, links with the local schools and the many opportunities for pupils to
work together contribute well to their spiritual, moral, social and cultural development, which is
given strong emphasis. Pupils have positive attitudes to learning.
|The leadership and management||are good|
- The strong leadership of the headteacher, ably supported by the deputy headteacher and the
governing body, provides clear direction for the school. The rigorous programme of checks on
the quality of teaching and learning taking place has started to secure improvements in the
quality of teaching and pupils’ achievement. Decisions about staff pay rates are based solely on
the quality of teaching.
- The leadership team has an accurate view of the school’s strengths and areas to develop. The
plans for improvement correctly indicate the main priorities for the school. The headteacher is
clear about how actions will improve the quality of teaching and pupils’ achievement. However,
some of the information in the school improvement plans and the school’s self-evaluation as a
whole lacks precision in clearly identifying the impact of actions to improve provision. This makes
it difficult for staff and governors to gain a quick overview of which actions are being the most,
or the least, successful.
- School leaders recognised the need to extend the leadership and management responsibilities
and introduced a programme to achieve this. This programme has been successful and
leadership is now growing in confidence and all staff are regularly checking on the progress
pupils make in all subjects.
- A significant innovation is a rigorous system for checking pupils’ progress that allows the school
to carefully analyse how well different groups of pupils are doing. This valuable analysis provides
the school with a clear picture of the progress of pupils receiving the pupil premium, pupils
identified who have special educational needs and all other groups. As a result, teachers are able
to take swift action to support any pupil in danger of falling behind.
- There is a strong focus of developing teachers to be as good as they can be. The staff are
unanimous that leaders do all they can to improve teaching skills and that teaching is improving.
While subject leaders play an important role in improving the quality of teaching across the
school, the sharing of best practice, so that the good teachers in the school share their
expertise, is still limited and could be developed further.
- The school involves parents well by encouraging them to support their children’s learning, for
example, by sharing the children’s learning in the Early Years Foundation Stage on a Tuesday
- Pupils’ personal development is nurtured very effectively and they are robustly safeguarded.
- The curriculum provides for learning in a full range of subjects and encourages enthusiasm for
learning. The leadership of and provision for sport and physical education are growing strengths
of the school. The primary school sports funding has increased the number of activities and has
had a good impact on pupils’ confidence and well-being.
- The local authority provides appropriate support to the school through annual review meetings.
- The governance of the school:
The governing body, under the leadership of the two vice-chairs of the governing body,
discharges all its statutory responsibilities well. The governors have high aspirations for the
school. Governors have a good understanding of the quality of teaching and check that
teachers’ pay awards link to their performance. They assess the school’s performance and
budget well. They have a good understanding of school improvement data regarding the
school’s current performance and pupils’ progress. Consequently, they have a good awareness
of the school’s strengths and areas to develop. They have been successful in raising the profile
of the school within the community. The governing body is well placed to help the school to
improve and to move forwards.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||106728|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||358|
|Appropriate authority||The governing body|
|Chair||Andy West and Ian Rutherford|
|Date of previous school inspection||13 March 2012|
|Telephone number||01302 344659|
|Fax number||01302 761533|